Document Type

Book Chapter

Publication Date

2025

DOI

10.15215/aupress/9781771994286.01

Publication Title

Feminist Pedagogy for Teaching Online

Pages

105-120

Abstract

Feminist pedagogy refers to a liberatory way of teaching to develop democratic and transformative learning experiences in which students can be empowered to make a social change (Grissom-Broughton, 2020). Previous research showed that feminist pedagogy was often used to guide course design and development in various disciplines, such as music, art, language, and environmental education (Cannizzo, 2021; Grissom-Broughton, 2020; Jespersen, 2014; Springgay & Zaliwska, 2017). For example, in music education, instructors increased the representations of multicultural voices in course materials and applied in-depth discussions and essays as learning assessments to develop critical and reflective thinking among students. In a feminist-oriented classroom, the power structures between instructors and students have been tranformed (Cannizzo, 2021). For instance, instructors can serve as facilitators to collaborate with students to increase their role in knowledge creation.. Other researchers discussed the effectiveness of using various technologies to support feminist pedagogy, such as fiction, narratives, art materials, documentary films, and zines (Hensel et al., 2017; Hess & Macomber, 2021; Jarvis, 2020; Kimberly, 2014). However, limited studies have examined the adoption of digital technologies to support online feminist pedagogy in interdisciplinary contexts, as indicated in collaborative learning and agents of social change.

Teaching is a complex activity. As Mishra and Koehler (2006) argued, the effectiveness of teaching and learning involves interrelationships among technology, pedagogy, and content. The Technological Pedagogical Content Knowledge (TPACK) framework can lay a foundation for teaching and learning excellence with technology integration in feminist pedagogy. Therefore, I aim in this chapter to investigate considerations and practices implementing digital technology to support online feminist pedagogy through the lens of the TPACK framework. The chapter will contribute to the field of faculty professional development, in which educators can deepen their understanding of the implementation of digital technologies to support feminist pedagogy in multidisciplinary fields. Meanwhile, university administrators and staff, such as instructional designers, can provide faculty with effective support and resources while aligning course content with feminist pedagogical and technological knowledge to achieve the desired couse learning outcomes.

Rights

Copyright © 2025 Jacquelyne Thoni Howard, Enilda Romero-Hall, Clare Daniel, Niya Bond, Liv Newman, and Xinyue Ren.

This publication is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives Works 4.0 International (CC BY-NC-ND 4.0 License.

The text may be reproduced for non-commercial purposes, provided that credit is given to the original author. To obtain permission for uses beyond those outlined in the Creative Commons license, please contact AU Press, Athabasca University, at aupress@athabascau.ca

Original Publication Citation

Ren, X. (2025). Technology integration in online feminist pedagogy. In J. T. Howard, E. Romero-Hall, C. Daniel, N. Bond, & L. Newman (Eds.), Feminist pedagogy for teaching online (pp. 105-120). AU Press. https://doi.org/10.15215/aupress/9781771994286.01

ORCID

0000-0002-1042-0100 (Ren)

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